DOK Level 1 – Recall (identify, list, define, recognize)

Question 1: What is the topic sentence in this paragraph? Write the sentence exactly as it appears in the text.

A good answer must include:

The exact first sentence: “In my opinion, schools should place more emphasis on teaching practical skills rather than only academic subjects.”
Identification that this sentence introduces the main idea of the paragraph

Question 2: Find all the linking words and phrases in this paragraph. List them all.

A good answer must include:

“rather than” (in the topic sentence)
“For example” (in the third sentence)
“but” (in the fourth sentence: “theoretical knowledge is still important, but it should be connected”)
“Of course” (in the fourth sentence)
“If” (in the concluding sentence)
Recognition that these words connect ideas between sentences or show relationships

Question 3: Identify the concluding sentence. What does a concluding sentence do?

A good answer must include:

The final sentence: “If schools combined theory with practice, students would feel more motivated and confident when they enter the workplace.”
Explanation that a concluding sentence returns to the main idea without adding new information

DOK Level 2 – Skill/Concept (classify, compare, explain, summarize)

Question 4: Why does the writer use the phrase “For example” in the third sentence? What information does it introduce, and why is it important for the reader?

A good answer must include:

Recognition that “For example” introduces specific details or proof
Explanation that the examples (financial literacy, communication skills) support the topic sentence
Understanding that examples make the argument more real and believable to the reader

Question 5: Compare the purpose of “Of course” with the purpose of “For example.” How does each phrase help the reader follow the writer’s thinking?

A good answer must include:

Recognition that “For example” adds supporting evidence or details
Recognition that “Of course” shows that the writer understands another point of view (that theory is important) but still supports the main idea
Explanation that together they show the writer is fair and thinks about different opinions

Question 6: What is the relationship between the second sentence and the topic sentence? How do they work together to build the argument?

A good answer must include:

Understanding that the second sentence gives a reason or problem that supports why schools should teach practical skills
Recognition that students leaving school unprepared is evidence for the topic sentence
Understanding that this supporting sentence makes the main idea stronger

DOK Level 3 – Strategic Thinking (assess, investigate, analyze, construct)

Question 7: What would happen to the reader’s understanding if the topic sentence were removed from this paragraph? Would the reader still understand the writer’s main idea? Explain your answer.

A good answer must include:

Recognition that without the topic sentence, the reader would not know the writer’s position clearly
Explanation that the reader might understand individual examples but would not understand why they are important
Understanding that the topic sentence helps the reader understand all the other sentences

Question 8: Look at the concluding sentence again: “If schools combined theory with practice, students would feel more motivated and confident when they enter the workplace.” Does this sentence only return to the main idea, or does it add new information? Explain. What should a better concluding sentence do?

A good answer must include:

Recognition that this sentence adds a new benefit (motivation and confidence at work) that was not mentioned before
Understanding that a true concluding sentence should not add new information – it should return to the main idea
A suggestion for a better concluding sentence that returns to the main idea without adding new benefits (for example: “In summary, schools should teach both practical and academic skills” or “Clearly, practical skills are essential for students after school”)

Question 9: Look at the sentence “If schools combined theory with practice, students would feel more motivated and confident when they enter the workplace.” The writer uses “if” here. Does this mean schools do this now, or does it mean schools do NOT do this now? Explain what the writer is describing.

A good answer must include:

Recognition that schools do NOT do this now – the writer is describing an imagined situation that is not real today
Understanding that the writer is showing what COULD happen if schools made this change
Explanation that “if” here shows a situation that is not true now but could be true in the future if schools choose to change

DOK Level 4 – Extended Thinking (analyze, critique, create, design, apply)

Question 10: Imagine you are writing a formal email to your manager about improving workplace training. How could you use the same paragraph structure (topic sentence, supporting sentences with linking words, concluding sentence) to present your idea? Write one sentence that shows how you would adapt the topic sentence for this new situation.

A good answer must include:

A topic sentence that clearly states a position about workplace training
Evidence that the learner understands the structure can work in a different context
Appropriate language for a workplace email
Example: “Our organization should invest more in practical on-the-job training rather than relying only on classroom instruction.”

Question 11: Imagine a weaker version of this paragraph with no clear topic sentence and sentences in random order (for example: first the concluding idea, then examples, then the agreement with another point of view). What specific problems would this create for the reader? How does clear organization help the reader?

A good answer must include:

Recognition that without a clear topic sentence, the reader would be confused about the main point
Understanding that random order makes it difficult to follow the writer’s thinking and ideas
Explanation that clear organization helps readers understand and believe the argument
Understanding that linking words work better when sentences are in a logical order

Question 12: Look at a paragraph you wrote recently (in class, in an email, or in a report). Find your topic sentence, your supporting sentences, and your concluding sentence. Does your concluding sentence return to the main idea without adding new information? What is one thing you can improve in your paragraph organization?

A good answer must include:

Identification of the topic sentence from their own paragraph
Identification of at least two supporting sentences
Identification of the concluding sentence
An honest evaluation: Does the concluding sentence return to the main idea or add new information?
One specific improvement (for example: “My concluding sentence adds new information, so I should rewrite it to return to the main idea” or “I need to add a linking word to connect my second and third sentences” or “My supporting sentences are not in a clear order”)